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RHS Daily Lesson Plan Template Analytical Geometry Womack following Dempsey Day & Date: Monday 9-22-2014 Standard: Understand similarity in terms of similarity transformations MCC9-12.G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor: a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. MCC9-12.G.SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. MCC9-12.G.SRT.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. Prove theorems involving similarity MCC9-12.G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. MCC9-12.G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Prove geometric theorems MCC9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Learning Goal: I CAN be successful on the Analytical Geometry Test? Lesson Opener: (10 min.) Watch iMovie of students completing station activities for similarity review. Procedures/Strategies: (40 min.) Individual work Similarity Test PREP FOR RETEST Corrections on TEST DIRECT INSTRUCTION Lesson Summarizer: (5 min.) Make a list of the things you did well on, things you still need to work on and what you think we should focus on for the retest. Choose an appointment for retesting in Directed Studies or tutoring on Wednesday afterschool. Assessment/Evaluation: corrected test, Directed Studies appointment, discussion Materials Needed: Calculator, iPad 1 Day & Date: Tuesday 9-23-2014 Standard: MCC9‐12.G.CO.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. Essential Question/Learning Goal: How are similar triangles and congruent triangles alike? Different? Lesson Opener: (10 min.) questions Procedures/Strategies: (35 min.) Deconstruct Standard Name the corresponding parts of 2 triangles and describe the relationship of those parts Blog the answer to the essential question Make Poplet identifying congruent sides and angles Lesson Summarizer: (10 min.) Present Poplite to class Assessment/Evaluation: questions, Blog, poplet, Materials Needed: clickers, ipad, smartboard. Reflector app 2 Day & Date: Wednesday 9-24-2014 Standard: MCC9‐12.G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Essential Question/Learning Goal: What are the ways to prove that triangles are congruent? Lesson Opener: (10 min.) Make a Fryer model for congruent triangles. Procedures/Strategies: (40 min.) Deconstruct Standard Using the definition of congruent triangles prove that the triangles are congruent. Make a flip book for the ways to prove that triangles are congruent Lesson Summarizer: (5 min.) Write 3 sentences to answer the essential question: What are the ways to prove that triangles are congruent? Assessment/Evaluation: Frayer Model, worksheet Materials Needed: Paper for flip book, markers, iPad 3 Day & Date: Thursday 9-24-2014 Standard: MCC9‐12.G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Essential Question/Learning Goal: What are the ways to prove that triangles are congruent? Lesson Opener: (10 min.) Make a Fryer model for congruent triangles. Procedures/Strategies: (40 min.) Deconstruct Standard Using the definition of congruent triangles prove that the triangles are congruent. Make a flip book for the ways to prove that triangles are congruent Lesson Summarizer: (5 min.) Write 3 sentences to answer the essential question: What are the ways to prove that triangles are congruent? Assessment/Evaluation: Frayer Model, worksheet Materials Needed: Paper for flip book, markers, iPad 4 Day & Date: Friday 9-26-2014 Standard: MCC9‐12.G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Essential Question/Learning Goal: What are the ways to prove that triangles are congruent? Lesson Opener: (10 min.) Make a Fryer model for congruent triangles. Procedures/Strategies: (40 min.) Deconstruct Standard Using the definition of congruent triangles prove that the triangles are congruent. Make a flip book for the ways to prove that triangles are congruent Lesson Summarizer: (5 min.) Write 3 sentences to answer the essential question: What are the ways to prove that triangles are congruent? Assessment/Evaluation: Frayer Model, worksheet Materials Needed: Paper for flip book, markers, iPad 5